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ABSTRACT: The field of gifted education has faced criticism about the underrepresentation of African American, Hispanic/Latino, and American Indian students who are culturally and linguistically diverse (CLD) in its programs. This article proposes that efforts targeting both recruitment and retention barriers are essential to remedying this disparity. Educators' deficit thinking about CLD students underlies both areas (recruitment and retention) and contributes to underrepresentation in significant, meaningful ways. The authors examine factors hindering the recruitment and retention of CLD students in gifted education, attending in particular to definitions and theories, testing, and referral issues, and offer recommendations for improving the representation of CLD students in gifted education. A persistent dilemma at all levels of education is the underrepresentation of African American, American Indian, and Hispanic/Latino students in gifted education and advanced placement (AP) classes. Research on the topic of underrepresentation has tended to focus on African American students, starting with Jenkins's (1936) study, which found that despite high intelligence test scores African American students were not formally identified as gifted. For over 70 years, then, educators have been concerned about the paucity of Black students being identified as gifted. During this timeframe, little progress has been made in reversing underrepresentation. This lack of progress may be due in part to the scant database on gifted students who are culturally and linguistically diverse (CLD). In 1998, Ford reviewed trends in reports on underrepresentation spanning 2 decades and found that African American, Hispanic/Latino American, and American Indian students have always been underrepresented in gifted education, with underrepresentation increasing over the years for African American students. (Unlike African American, Hispanic/Latino, and American Indian students, Asian American

Includes Asian American, Enslaved, Mexican American, and Native American Voices along with teaching materials, active learning, multimedia and much more.

"This guide to over 50 web sites was created to assist multicultural educators in locating educational resources on the Internet. World wide access to multicultural information and current events in other regions makes the Internet an important educational tool. Teachers through the internet have access to lesson plans, on-line photo galleries, stories, maps, virtual field trip, international radio programming, and e-mail pen pals. In the multicultural classroom these resources can be used to create thematic units. Other sites, such as those devoted to art and geography can supplement an existing lesson. Many of the sites listed are source sites with lessons, pictures, problems and quizzes on-line, and other sites are Index sites which provide extensive links related to a subject of interest. Teachers should keep in mind that the Internet is a temporary resource, and sites move and change rapidly. A listing of professional organizations for multicultural educators is also provided. Highly recommended sites are marked by an "*"."